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Izvorni znanstveni članak
https://doi.org/10.22210/govor.2018.35.09

The impact of immediate task repetition on breakdown fluency

Mirjana M. Kovač ; Filozofski fakultet Sveučilišta u Splitu
Gloria Vickov ; Filozofski fakultet Sveučilišta u Splitu

Puni tekst: engleski, pdf (296 KB) str. 139-160 preuzimanja: 181* citiraj
APA 6th Edition
Kovač, M.M. i Vickov, G. (2018). The impact of immediate task repetition on breakdown fluency. Govor, 35 (2), 139-160. https://doi.org/10.22210/govor.2018.35.09
MLA 8th Edition
Kovač, Mirjana M. i Gloria Vickov. "The impact of immediate task repetition on breakdown fluency." Govor, vol. 35, br. 2, 2018, str. 139-160. https://doi.org/10.22210/govor.2018.35.09. Citirano 29.09.2021.
Chicago 17th Edition
Kovač, Mirjana M. i Gloria Vickov. "The impact of immediate task repetition on breakdown fluency." Govor 35, br. 2 (2018): 139-160. https://doi.org/10.22210/govor.2018.35.09
Harvard
Kovač, M.M., i Vickov, G. (2018). 'The impact of immediate task repetition on breakdown fluency', Govor, 35(2), str. 139-160. https://doi.org/10.22210/govor.2018.35.09
Vancouver
Kovač MM, Vickov G. The impact of immediate task repetition on breakdown fluency. Govor [Internet]. 2018 [pristupljeno 29.09.2021.];35(2):139-160. https://doi.org/10.22210/govor.2018.35.09
IEEE
M.M. Kovač i G. Vickov, "The impact of immediate task repetition on breakdown fluency", Govor, vol.35, br. 2, str. 139-160, 2018. [Online]. https://doi.org/10.22210/govor.2018.35.09

Sažetak
The focus of the present study is to explore the relationship between the task repetition including a tightly structured narrative and the breakdown fluency, i.e. number of pauses per minute, average duration of pauses, and phonation-time ratio. Thirty-three Croatian learners
of English performed the narrative task twice. The temporal fluency variables were extracted by speech analysis program Praat in order to be automatically measured for evaluation (Boersma & Weenink, 2017). The results show that during the immediate, second encounter with the same task, the subjects employ significantly less pauses and their average length also decreases significantly. The significant difference is also obtained for the phonation-time ratio. The recorded progress in fluency measures can be explained by the priming effect and, consequently, the reduced cognitive load. The presented results point to the conclusion that well-known topics with a tightly structured storyline are connected with improvements in fluency, regarding breakdown fluency variables, even in the case of learners at a higher level of
language proficiency. The findings of the study have implications for L2 pedagogy, highlighting the effective impact of task repetition on the development of oral fluency.

Ključne riječi
breakdown fluency; task-based teaching; task repetition

Hrčak ID: 214237

URI
https://hrcak.srce.hr/214237

Posjeta: 347 *